从一开始就邪恶:气候变化教学的教育障碍(以及地理教育如何提供帮助)

Jerry T. Mitchell
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摘要

气候变化是一个棘手的问题,无法简单解决。各种形式和各种层次的教育都在努力提高年轻人对气候变化的认识,并激励他们采取行动。然而,教育系统也存在一定的邪恶性,使得气候变化教育难以成功开展。这其中包括:缺乏与气候变化相关的学术标准的不支持性教育环境;缺乏探究式教学法,而这种教学法非常适合研究像气候变化这样没有简单答案的课题;教师准备不足,对该课题的物理科学和社会方面都不完全了解。通过回顾美国的教育标准和有关后两个问题的文献,我们可以提出这样的论点:地理课堂可以成为最有利于开展全面而有意义的气候变化教育的最佳统一空间。如果我们能够成功地修订标准、教学法和教师准备工作,未来是有可能实现的。
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Wicked from the Start: Educational Impediments to Teaching about Climate Change (and How Geography Education Can Help)
Climate change is a wicked problem, defying simple resolution. Education in various forms and at various levels has sought to improve understanding and stimulate climate change action in young people. There exists, however, a certain wickedness in education systems as well that makes climate change education difficult to enact successfully. These include an unsupportive education environment where academic standards related to climate change are missing, the lack of an inquiry-based pedagogy that can be well-suited to investigating topics like climate change with no easy answers, and ill-prepared teachers who do not fully know both the physical science and social aspects of the topic. A review of education standards in the United States and the literature on the latter two issues is used to make the argument that it is the geography classroom that can serve as the best unifying space that is most supportive of holistic and meaningful climate change education. This future is possible should we be successful in amending standards, pedagogy, and teacher preparation.
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